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Music Video - Genre

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Genre in Music Videos

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Music Video - Genre

  1. 1. What genre would you associate with these signifiers?
  2. 2. You have to identify conventions of your chosen genre from the following areas… Micro:  Camera Shots  Editing  Mise-en-scène (props, costume, location) Macro:  Mix of performance and narrative  Character (behaviour) Tobeabletoevaluatethe useofconventions ina musicgenre with referencetospecific examples (level 4) Tobeabletoanalysethe useofconventions ina musicgenre with referencetoexamples (level 3) Tobeableidentify conventions ofagenre (level 2) Choose 3 videos and scrub through each one looking for these technical elements.
  3. 3. Classical Behaviour Instruments Dress Settings Usually impeccably mannered. Perhaps slightly elitist and conceited. Occasionally rebellious. Andre Rieu Nigel Kennedy Black tie or very smart. Orchestral instruments, often violins and cellos (quartets) and pianos. Grand, historic such as Sydney Opera House and Cities like Rome. IlVolo Jenny Oaks Baker - violin Modern – pop culture influenced. Lindsey Stirling Landscapes. Lang Lang - piano Tobeabletoevaluatethe useofconventions ina musicgenre with referencetospecific examples (level 4) Tobeabletoanalysethe useofconventions ina musicgenre with referencetoexamples (level 3) Tobeableidentify conventions ofagenre (level 2)
  4. 4. Classical Camera Content Editing ECU of instruments being played Slower pace to fit the music. Use of dissolves. Big focus on performance. Although more modern cut quickly CU of performers More modern artists use a mix of performance and conceptual. Tobeabletoevaluatethe useofconventions ina musicgenre with referencetospecific examples (level 4) Tobeabletoanalysethe useofconventions ina musicgenre with referencetoexamples (level 3) Tobeableidentify conventions ofagenre (level 2)
  5. 5. You have to identify conventions of your chosen genre from the following areas… Micro:  Camera Shots  Editing  Mise-en-scène (props, costume, location) Macro:  Mix of performance and narrative  Character (behaviour) Tobeabletoevaluatethe useofconventions ina musicgenre with referencetospecific examples (level 4) Tobeabletoanalysethe useofconventions ina musicgenre with referencetoexamples (level 3) Tobeableidentify conventions ofagenre (level 2)
  6. 6. The Uses & Gratifications theory proposes that the audience is active and will use media texts for the following gratifications:  Diversion - escape from everyday problems and routine, entertainment  Personal Relationships - using the media for emotional and other interaction, e.g. substituting soap operas for family life  Personal Identity - finding yourself reflected in texts, learning behaviour and values from texts  Surveillance - Information which could be useful for living e.g. weather reports, financial news, holiday bargains Tobeabletoevaluatethe useofconventions ina musicgenre with referencetospecific examplesandtheory (level 4) Tobeabletoanalysethe useofconventions ina musicgenre with referencetoexamples andtheory (level 3) Tobeableidentify conventions ofagenre (level 2)
  7. 7. Many people use music to define themselves (personal identity), to fit into social groups and sub- cultures: emos, geeks, gangstas, skaters, metallers etc. (personal relationships). What music you like is often connected to your look and style, your values and beliefs, your life aims and goals. Tobeabletoevaluatethe useofconventions ina musicgenre with referencetospecific examplesandtheory. (level 4) Tobeabletoanalysethe useofconventions ina musicgenre with referencetoexamples andtheory (level 3) Tobeableidentify conventions ofagenre (level 2)
  8. 8. Tobeabletoevaluatethe useofconventions ina musicgenre with referencetospecific examplesandtheory. (level 4) Tobeabletoanalysethe useofconventions ina musicgenre with referencetoexamples andtheory (level 3) Tobeableidentify conventions ofagenre (level 2) Each genre of music has a different set of ideologies and values. (ways you think and feel about people and the world) Each genre of music has its own sub-culture which supports this ideology. For example, you wouldn’t expect someone who is into hip-hop / rap music to have the same attitudes, values, beliefs and approach to life as someone who is into classical music.
  9. 9. Match the values with the music genre and its typical audience / sub-culture (again, this is stereotyping, but this is often how texts position themselves) Tobeabletoevaluatethe useofconventions ina musicgenre with referencetospecific examplesandtheory. (level 4) Tobeabletoanalysethe useofconventions ina musicgenre with referencetoexamples andtheory (level 3) Tobeableidentify conventions ofagenre (level 2) Values / beliefs Subculture / music genre Poetry is cool Looking pretty is important EMO Guns are cool Making money is important Men are more important than women GANGSTA RAP Being different is cool Women are equal to men Falling in love is important POP Big cars are cool
  10. 10. Tobeabletoevaluatethe useofconventions ina musicgenre with referencetospecific examplesandtheory. (level 4) Tobeabletoanalysethe useofconventions ina musicgenre with referencetoexamples andtheory (level 3) Tobeableidentify conventions ofagenre (level 2) Steve Neale: Genres are instances of repetition and difference. Difference is absolutely essential to the economy of genre: mere repetition would not attract an audience Rick Altman provides four meanings of genre. Genre as: • a blueprint • structure • a label • a contract David Buckingham argues that 'genre is not... simply "given" by the culture: rather, it is in a constant process of negotiation and change'
  11. 11. You need to create a genre study for your chosen musical genre. Use your mind maps as a starting point for structure and content. Remember these key factors…  Use examples first and discuss them  Always include multiple examples to back up your points  Utilise ICT/digital media wherever possible Tobeabletoevaluatethe useofconventions ina musicgenre with referencetospecific examplesandtheory. (level 4) Tobeabletoanalysethe useofconventions ina musicgenre with referencetoexamples andtheory (level 3) Tobeableidentify conventions ofagenre (level 2)

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